Pre-Symposium National Survey Findings

Miron Bhowmik, Jonghwi Park(ICT in Education, UNESCO Bangkok)

Central Asia Symposium on ICT in Education (CASIE) 27 June 2016

1

Outline

• Background• Preliminary findings

• Current status and challenges in TVET• ICT in TVET

• Next steps

2

Background ObjectivesMethodology and data

3

Objectives

To build a better understanding of: 1) Current status and challenges in TVET in Central Asian

countries; and 2) How ICT can enhance skills development across the

region.

4

Methodology

• Duration: May-June 2016• Participating countries: Kazakhstan (KZ), Kyrgyzstan (KG),

Mongolia (MN) and Tajikistan (TJ) • Respondents: One of the delegates from each country • Data: A 28-question questionnaire both in English and

Russian

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Preliminary findings Current status and challenges in TVETICT in TVET

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Policy environment

• All four countries equipped with a national TVET development plan or education sector development plan that has a TVET part

• All includes all levels of education in their national qualification frameworks.

Questions Countries Countries with TVET policy that includes ICT-related sections

KZ, MN, TJ

Countries with national education policy that includes ICT KZ, KG, MNCountries with ICT in Education Master Plan TJ

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TVET System

• All four countries provide TVET through mainly public institutions

Levels of TVET courses deliveredKazakhstan Certificate, Secondary, post-secondary, Bachelor

KyrgyzstanCertificate; Secondary; Vocational (diploma); Post-secondary

Mongolia Certificate; DiplomaTajikistan Primary education; Secondary; Post-secondary

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TVET as a share of secondary enrolment

7

1514

18

1113

17

13

22

10

0

5

10

15

20

25

Central Asia East Asia and Pacific North America andWestern Europe

Central and EasternEurope

world

1999 (%) 2012 (%)

Source: UNESCO (2015a) 9

• Higher than the world average

TVET finance

• Wide range of budget allocation for TVET across the region

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% of TVET in education budget

2015 2014

Kazakhstan*4.36 (2013)

Kyrgyzstan 6.9 6.7

Mongolia 0.31 0.35

Tajikistan m m

m: missing data *(UNESCO-UIS, 2016)

Teachers in TVET

• National competency standards for TVET teachers needed (available only MN)

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TVET teachers' qualificaiton(Minimum) ICT related training and skills

Kazakhstan Bachelor’s degree data not reportedKyrgyzstan Diploma level TVET graduate

(Bachelor’s degree; Master’s degree)None

Mongolia Diploma level TVET graduate • Basic ICT courses in pre and in-service

• ICT competency standards for TVET teachers

Tajikistan Secondary vocational education(Bachelor's degree)

• Basic ICT courses in pre and in-service

Engaging employers in TVET

• All countries engage employers in:• Qualification process• Curriculum design• Assessment & certification• Work placement

• Less in policy development • Promising case: In Mongolia, National Council for VET (NCVET) is

the highest authority, where 18 members with 9 Government representatives and 9 Employers representatives.

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TVET performance

13

• High employability rates of TVET graduates in KZ, KG and MN

Source: (UNESCAP, 2016)

0

2

4

6

8

10

12

Kazakhstan Kyrgyzstan Mongolia Tajikistan Central Asia Asia and Pacific World

Total unemployment rate

2012 2013 2014

0

2

4

6

8

10

12

14

16

18

20

Kazakhstan Kyrgyzstan Mongolia Tajikistan Central Asia Asia Pacific World

Youth (15-24) unemployment rate

2012 2013 2014

Main challenges (top 4)

• Low financial investment in TVET• Low level of engagement and partnership with employers. • TVET courses and programmes that are mismatched with the current

and future skills needs of the job market. • Outdated and lack of practical oriented instruction/pedagogy at TVET

institutes.

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Preliminary findings Current states and challenges in TVETICT in TVET

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ICT infrastructure in TVET institutions

• Surveyed on electricity, internet access, computer labs, projectors, workshops with technology, LAN, school website

• Kazakhstan and Mongolia scored the highest in all areas. • Most countries invest ICT infrastructure more on post-sec TVET than

on secondary TVET

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Countries Findings Kazakhstanand Mongolia

ICT well equipped in all or most TVET institutions

Kyrgyzstan Stable electricity and internet access in most TVET institutionsNeed ICT-equipped workshops

Tajikistan Need more investment on ICT for secondary TVET (electricity, internet, computerlabs, ICT-equipped workshops)

ICT to enhance access to TVET

• Kazakhstan, Kyrgyzstan and Mongolia provide offline open and distance learning through:

• printed material and assignment mailed to students• audio/video cassettes• radio/television broadcasting

• Kazakhstan also provides online based ODeL; MOOCs; Blended learning (face to face + online learning)

• Kyrgyzstan stresses expanding access to TVET for remote areas and disadvantaged groups in National Sustainable Development Strategyand Education Development Strategy

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ICT to improve quality of TVET teaching and learning

• ICT in TVET curriculum • Mainly for ICT literacy development as separate course(s)/subject(s) (Kz, Kg, Tj) • Applying ICT within discrete subjects (Kz, Kg, Tj)• Using ICT to develop 21st century skills (collaboration, communication, creative and critical

thinking, etc.) (Kz, Mn, Tj)• Kazakhstan Gov’t’s provision of digital education resources and related

technology• Interactive e-handbook (with feedback and assessment module)• Learning management system (LMS) (deals with online quizzes, e-portfolios etc.); HTML 5,

Flash • Mongolia Gov’t’s provision of digital education resources and related technology

• Interactive e-handbook (with feedback and assessment module)• Content repositories • Lab simulation

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ICTs to strengthen data-informed TVET policy development

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• Need better data management systems that guide matching what is needed in workplace and what is taught in TVET

KZ KG MN TJLMIS √ x √ *system in place to identify skill gaps x x x *system in place to predict future jobs √ x √ *Central EMIS: TVET related data √ √ √ *tracer studies, employer satisfaction survey x √ √ *mechanisms in place to use labor market and TVET-related data and study findings for further policy development in TVET

√ x √ *

* data not reported

Major barriers to integrating ICT in TVET

• Infrastructure, support and services; contents; teachers’ skills and attitudes

KZ KG MN TJInsufficient computing devices √ √Inadequate IT infrastructure √ √Inadequate technical support and services √ √ √Teachers’ lack of ICT competencies √ √

Lack of relevant and well-designed digital content suitable for TVET

√ √ √

Teachers’ reluctance to change their roles and instruction styles √

Summary and next steps

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Summary: Key findings

• TVET development is progressing in the region (NQF, QA, employers engagement)

• Yet, more works need to be done to provide equitable opportunities for lifelong skills development for the changing world of work

• More attention should be given to TVET teachers capacity • TVET teacher competency framework (content and pedagogy) • ICT skills for TVET teachers• ICT competency standard for TVET teachers

• ICT can facilitate labour market data collection and analysis to feed and guide what needs to be taught in TVET institutions

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Study: ICT-supported TVET in Central Asia

• UNESCO Bangkok and UNESCO IITE• Further data collections

• During CASIE• Focus Group Discussion • Key Informants Interviews • To be conducted on Day 3 as a follow-up and for in-depth data

• After CASIE• Surveys and interviews at policy and institutional level

• Report to be published at the end of 2016

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Thank youQ/A

mk.bhowmik@unesco.orgj.park@unesco.org

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References

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